ICLS 2000 Proceedings

Levels of Competence in Procedural Skills

Jon R. Star
Combined Program in Education and Psychology
University of Michigan
Ann Arbor, MI 48109-1259
Tel: 734-936-2752, Fax: 734-615-2164
Email: jonstar@umich.edu

Abstract: How do we master procedural skills in domains such as mathematics? Existing models of procedural acquisition fail to distinguish between levels of "skilled" performance. In particular, there is some evidence that automaticity may not be the only endpoint in the acquisition of a skill. Issues of expertise, automaticity, and competency are explored in a case study of a 8th grader in the domain of algebra equation solving. Multiple levels of competence, leading to expertise, are described. I conclude that a learner can become quite accomplished and competent at a procedural skill, and yet fail to display some qualities of expert behavior. In particular, the role of algorithms versus heuristics in the development of competence is highlighted.

Keywords: mathematics education, learning theory, cognitive science, middle school

Preferred Citation Format:
Star, J.R. (2000). Levels of Competence in Procedural Skills. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Proceedings of the Fourth International Conference of the Learning Sciences (pp. 78-79). Mahwah, NJ: Erlbaum.

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